4647484950515249 of 204
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Exploiting mobile technology affordances to support second language students using affective learning
KTH, School of Electrical Engineering and Computer Science (EECS).
2019 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Self-regulated learning (SRL) which relates to challenges concerning both cognitive and affective learning domains is directly associated with students’ academic performance. It is especially critical for second language learners who need to employ SRL strategies and skills to be able to acquire the target language effectively. However, these students need help to develop their SRL, since the majority of them are not capable to make accurate judgments about their learning processes.

This study aims at facilitating second language learners to develop their affective learning skills and strategies needed for their successful acquisition of a studied second language. In this design-oriented case study, a special mobile tool, ATLAS (AffecTive LeArning Srl) was designed and evaluated with 13 second language students through semi-structured interviews. All the interviews were carried out by the author of this thesis. Written informed consent was obtained from all participants for their issues to be utilized for this work. The interview data was later anonymized. The results showed that 85% of the study participants exhibited positive attitudes towards the use of affective learning activities in the tool to support their development of SRL during their second language studies. In particular, the ATLAS tool was perceived to be able to increase student motivation for SRL and to increase their awareness of their SRL progress.

All in all, this study stresses that it is beneOicial to use technology-supported affective learning in order to assist students in their development of SRL skills, strategies, and knowledge needed for their successful second language acquisition. From a practical perspective, this study also provides a tool and several design guidelines that should be considered by designers when designing similar tools.

Abstract [sv]

Självreglerat lärande (SRL) som avser utmaningar som rör både kognitiva och affektiva inlärningsdomäner är direkt kopplat till studenters akademiska prestationer. Det är särskilt viktigt för andraspråkstudenter som behöver utveckla sina SRL-strategier och färdigheter för att kunna lära sig målspråket effektivt. Dessa studenter behöver dock hjälp med att utveckla sitt SRL, eftersom majoriteten av dem inte kan göra exakta bedömningar om sina inlärningsprocesser.

Denna studie syftar till att underlätta för andraspråkstudenter att utveckla sina affektiva inlärningsförmågor och inlärningsstrategier som behövs för att förvärva det valda andraspråket effektivt. I denna designorienterade fallstudie designades och utvärderades ett speciellt mobilverktyg, ATLAS (AffecTive LeArning Srl) app. Datainsamlingen genomfördes genomsemistrukturerade intervjuer med 13 japanska andraspåkstudenter. Alla intervjuer genomfördes av författaren till denna studie och deltagarnas skriftliga medgivande samlades in. Intervjudata har anonymiserats senare. Resultaten visade att 85% av studiens deltagare hade positiv inställning till användandet av affektiva lärsaktiviteter i verktyget. I synnerhet upplevdes ATLAS appen kunna öka motivationen hos studenterna för SRL och att öka deras medvetenhet om deras framsteg i SRL.

Denna studie visar på att det är fördelaktigt att använda teknikstödet för affektivt lärande för att hjälpa studenterna att utveckla deras SRLfärdigheter, strategier och kunskap som behövs för att deras framgångsrika andraspråkinlärning Ur ett praktiskt perspektiv, erbjuder denna studie också ett verktyg och flera relevanta designriktlinjer som bör beaktas av designers av liknande verktyg i framtiden.

Place, publisher, year, edition, pages
2019. , p. 14
Series
TRITA-EECS-EX ; 2019:797
National Category
Computer and Information Sciences
Identifiers
URN: urn:nbn:se:kth:diva-271192OAI: oai:DiVA.org:kth-271192DiVA, id: diva2:1415942
Subject / course
Computer Science
Educational program
Master of Science - Media Management
Supervisors
Examiners
Available from: 2020-03-20 Created: 2020-03-20 Last updated: 2020-03-20Bibliographically approved

Open Access in DiVA

fulltext(3539 kB)2 downloads
File information
File name FULLTEXT01.pdfFile size 3539 kBChecksum SHA-512
b909ff5e3e97cc06194f41552bff5607c9572ee07d02bc80c22aa5dd950f88186ebd3298fc97f8e631553a8c36a3362e1f948f47f1bf001d6f9fbccac5beba62
Type fulltextMimetype application/pdf

By organisation
School of Electrical Engineering and Computer Science (EECS)
Computer and Information Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 2 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 10 hits
4647484950515249 of 204
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf